Facing registration: The expectations and the unexpected

Nurse Education Today

Volumn 27, Issue 8, 2007, Pages 840-847

  Mooney, Mary ^a  

^a TRINITY COLLEGE DUBLIN   (Ireland)

Author keywords

Grounded theory; Newly qualified nurses; Nursing roles; Stress

Indexed keywords

ADAPTIVE BEHAVIOR; ANGER; ARTICLE; CLINICAL COMPETENCE; EDUCATION; EMPLOYMENT; FEAR; FRUSTRATION; GENERAL HOSPITAL; GUILT; HEALTH PERSONNEL ATTITUDE; HUMAN; INTERPERSONAL COMMUNICATION; IRELAND; LICENSING; MEDICATION ERROR; NURSE ATTITUDE; NURSING; NURSING METHODOLOGY RESEARCH; NURSING STAFF; NURSING STUDENT; PSYCHOLOGICAL ASPECT; PUBLIC RELATIONS; QUESTIONNAIRE; SELF CONCEPT; STANDARD; TIME MANAGEMENT; WORKLOAD;

ADAPTATION, PSYCHOLOGICAL; ANGER; ATTITUDE OF HEALTH PERSONNEL; CLINICAL COMPETENCE; COMMUNICATION; EMPLOYMENT; FEAR; FRUSTRATION; GUILT; HOSPITALS, GENERAL; HUMANS; INTERPROFESSIONAL RELATIONS; IRELAND; LICENSURE, NURSING; MEDICATION ERRORS; NURSE'S ROLE; NURSING METHODOLOGY RESEARCH; NURSING STAFF, HOSPITAL; NURSING, SUPERVISORY; QUESTIONNAIRES; SELF EFFICACY; STUDENTS, NURSING; TIME MANAGEMENT; WORKLOAD;

EID: 35348827325     PISSN: 02606917     EISSN: 15322793     Source Type: Journal    
DOI: 10.1016/j.nedt.2006.11.003     Document Type: Article

References (41)

1. Amos D. An evaluation of staff nurse role transition. Nursing Standard 16 3 (2001) 36-41
2. An Bord Altranais, 1994. The Future of Nurse Education and Training In Ireland. An Bord Altranais, Dublin.
3. Andrews G., Brodie D., Andrews J., Wong J., and Thomas B. Place(ment) matters: students' clinical experiences and their preferences for first employers. International Nursing Review 52 (2005) 142-153
4. Baillie L. Preparing adult branch students for their management role as staff nurses: an action research project. Journal of Nursing Management 7 (1999) 225-234
5. Bates I. In at the deep end. Nursing Standard 19 41 (2005) 32-33
6. Boxer E., and Kluge B. Essential clinical skills for beginning registered nurses. Nurse Education Today 20 (2000) 327-335
7. Boychuk-Duchscher J. Out in the real world: newly graduated nurses in acute- care speak out. Journal of Nursing Administration 31 9 (2001) 426-439
8. Carlisle C., Luker K.A., Davies C., Stilwell J., and Wilson R. Skills competency in nurse education: nurse managers' perceptions of diploma level preparation. Journal of Advanced Nursing 29 5 (1999) 1256-1264
9. Casey K., Fink R., Krugman M., and Propst J. The graduate nurse experience. Journal of Nursing Administration 34 6 (2004) 303-311
10. Charnley E. Occupational stress in the newly qualified nurse. Nursing Standard 13 29 (1999) 33-36
11. Commission on Nursing, 1998. A Report of The Commission on Nursing. A Blueprint for the Future. The Stationary Office, Dublin.
12. Dublin Academic Teaching Hospitals & St. Luke's Hospital, 2000. Nursing Recruitment and Retention Group Report. Dublin Academic Teaching Hospitals, Dublin.
13. Evans K. Expectations of newly qualified nurses. Nursing Standard 15 41 (2001) 33-38
14. Gerrish K. Still fumbling along? A comparative study of the newly qualified nurse's perception of the transition from the student to qualified nurse. Journal of Advanced Nursing 32 2 (2000) 473-480
15. Glaser B., and Strauss A. The Discovery of Grounded Theory: Strategies for Qualitative Research (1967), Aldine de Gruyter, New York
16. Grandell-Niemi H., Hupli M., Leino-Kilpi H., and Puukka P. Finnish nurses and nursing students' pharmacological skills. Journal of Clinical Nursing 14 (2005) 685-694
17. Jasper M. The first year as a staff nurse: the experiences of a first cohort of Project 2000 nurses in a demonstration district. Journal of Advanced Nursing 24 4 (1996) 779-790
18. Johns C. Becoming a Reflective Practitioner (2000), Blackwell Science, Oxford
19. Kapborg I., and Fischbein S. Nurse education and professional work: transition problems?. Nurse Education Today 18 (1998) 165-171
20. Kelly B. Hospital Nursing: 'It's a battle!' A follow-up study of English graduate nurses. Journal of Advanced Nursing 24 5 (1996) 1063-1069
21. Kilstoff K., and Rochester S. Hitting the floor running: transitional experiences of graduates previously trained as enrolled nurses. Australian Journal of Advanced Nursing 22 1 (2004) 13-17
22. Kramer M. Reality Shock: Why Nurses Leave Nursing (1974), Mosby, St. Louis
23. Maben J., and Clark J. Project 2000 diplomates' perceptions of their experiences of transition from student to staff nurse. Journal of Clinical Nursing 7 2 (1998) 145-153
24. Manias E., and Bullock S. The educational preparation of undergraduate nursing students in pharmacology: clinical nurses perceptions and experiences of graduate nurses' medication knowledge. International Journal of Nursing Studies 39 (2002) 773-784
25. Manias E., Aitken R., and Dunning T. Graduate nurses' communication with health professionals when managing patients' medications. Journal of Clinical Nursing 14 (2005) 354-362
26. McKenna B., Smith N., Poole S., and Coverdale J. Horizontal violence: experiences of Registered Nurses in their first year of practice. Journal of Advanced Nursing 42 1 (2003) 90-96
27. Melia K. Learning and Working. The Occupational Socialisation of Nurses (1987), Tavistock, London
28. Morse J. Situating Grounded Theory Within Qualitative Enquiry. In: Schreiber R., and Stern P. (Eds). Using Grounded Theory in Nursing (2001), Springer Publishing, New York 1-15
29. Needleman J., Buerhaus P., Mattke S., Stewart M., and Zelevinsky K. Nurse-staffing levels and the quality of care in hospitals. The New England Journal of Medicine 346 22 (2002) 1715-1722
30. Polit D., and Beck C. Essentials of Nursing Research. sixth ed. Methods, Appraisal and Utilization (2006), Lippincott, Williams & Wilkins, Philadelphia
31. Rew L., Bechtel D., and Sapp A. Self as instrument in qualitative research. Nursing Research 42 5 (1993) 300-301
32. Rochester S., Kilstoff K., and Scott G.L. Learning from success: Improving undergraduate education through understanding the capabilities of successful nurse graduates. Nurse Education Today 25 (2005) 181-188
33. Ross H., and Clifford K. Research as a catalyst for change: the transition from student to registered nurse. Journal of Clinical Nursing 11 (2002) 545-553
34. Rosser M., and King L. Transition experiences of qualified nurses moving into hospice nursing. Journal of Advanced Nursing 43 2 (2003) 206-215
35. Sandelowski M. The problem of rigor in qualitative research. Advances in Nursing Science 8 3 (1986) 27-37
36. Strauss A., and Corbin J. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. second ed. (1998), Sage Publications, London
37. Streubert H., and Carpenter D. Research in Nursing: Advancing the Humanistic Imperative. second ed. (1999), Lippincott, Philadelphia
38. Thomka L. Graduate nurses' experiences of interactions with professional nursing staff during transition to the professional role. Journal of Continuing Education in Nursing 32 1 (2001) 15-19
39. Wheeler H., Cross V., and Anthony D. Limitations, frustrations and opportunities: a follow-up study of nursing graduates from the university of Birmingham, England. Journal of Advanced Nursing 32 4 (2000) 842-856
40. White A. A theoretical framework created from a repertory grid analysis of graduate nurses in relation to the feelings they experience in clinical practice. Journal of Advanced Nursing 24 (1996) 144-150
41. Whitehead J. Newly qualified staff nurses' perceptions of the role transition. British Journal of Nursing 10 5 (2001) 330-339